Voicing green learning in rural areas through service-learning: A participatory action research study

Abstract

The paper explores the role of service-learning pedagogy in fostering green learning and skills, particularly in rural school setting. By triangulating data from photovoice, dyadic interviews, and reflective observations, the authors implemented an action research study, involving sixteen students from grades 5 to 8 in a Romanian public school. Initial and final interviews explored the participants' perceptions and strategies toward green learning, while photovoice documented their learning process. Observational tools further enriched data collection. The study found service-learning enhanced enjoyment, deep learning strategies, and a sense of community in multi-ethnic classrooms. Thus, experiential learning pedagogies coupled with participant research methods can significantly bolster green learning and competences.